EDN 358: ASSIGNMENT ONE

EVIDENCE BASED PRACTICE GUIDE

Managing a classroom can be one of the most feared parts of teaching, furthermore, being a first

time teacher can make the experience quite overwhelming. It can cause stress and unhappiness

which can eventually lead to individuals leaving the teaching profession. To make matters worse, the

students’ motivation to learn is hindered, and in most cases, their willingness to learn is reduced.

CLASSROOM MANAGEMENT. WHAT IS IT?

Classroom management is a term that educators use to describe the methods of eliminating

misbehaviour within the classroom and ways of dealing with it upon arising. In other words, it is the

technique teachers use to maintain power and control in the classroom (Kelly, 2014). Having a solid

knowledge base of classroom management strategies and interventions is imperative to any teacher,

and must be implemented on first contact with students for it to be effective. As the amount of time

available for learning is determined by the teacher, it is imperative that any educator, plans,

prepares well and be extremely organised, for any management strategy to be effective.

WHY HAVE A TEACHING PHILOSOPHY?

Having a personal teaching philosophy within the boundaries of a school is extremely important as it

will assist teachers having a direct purpose for teaching. It will assist themselves to be more focused,

rejuvenated and excited about the prospect. This so called, “mission statement” will help an

educator stay true to ones beliefs, and by reflecting on these core beliefs and values, can bring life

and direction into the classroom.

MY TEACHING PHILOSOPHY

In order to be a successful teacher my classroom will be a caring, safe, as well as an equitable

environment. I will endeavour to encourage my children to become responsible members of our

classroom community by using strategies such as class meetings, positive discipline, and democratic

principles. I will know and understand all of my students individually, as well as a collective. Knowing

that students actively construct and transform their own knowledge based on their prior

experiences and learnings, will assist me with a critical analysis of each child. It is my responsibility as

an educator to be an effective diagnostician of my students’ interests, abilities and plan tasks that

will both challenge and allow students to think and grow. Knowing that most of learning happens

through social interaction, I will need to structure their learning so that they productively collaborate

and cooperate with each other over the vast majority of class time. It is important to connect to my

students’ lives and the schools in which they practice. I must be a student of society and to keep

confidently changing the worlds in which the student lives. I will praise, encourage and provide

positive feedback, which will encourage all children in becoming caring and active members of

society. My philosophy is aligned with elements of both the psychoeducational theory and the

behaviourist theory as it depicts the type of teacher I strive to become.

THEORIES THAT ALIGN WITH MY TEACHING PHILOSOPHY

- APPLIED BEHAVIOUR ANALYSIS (ABA) PAUL ALBERTO & ANNE TROUTMAN

- GOAL CENTRED THEORY (GCT) RUDOLF DREIKURS

The Psychoeducational theory has a direct relationship with my philosophy:

- It focuses on my students needs through social interaction.

- The individual experiences that are brought into my classroom and are used as tools to promote

the learning process

- It focuses on my students’ interests and abilities, and planning tasks that will both challenge and

allow students to think and grow.

The Behaviour based theory is aligned with my teaching philosophy:

- It enhances the behaviours by first assessing the relationship between the behaviour and the

environment in which they learn

- ABA will help my students develop their social, academic, self-help and behavioural skills needed to

interact with others and to cope with the challenges of everyday life.

Psychoeducational Theory

Focuses on teachers to seek out the needs-based explanations as for why their students are motivated to misbehave, and

to then negotiate alternative ways for these needs to be met (Lyons, Ford, Slee,

2014, pp. 23). Psychoeducational basically seeks to prevent and/or address negative beliefs, thoughts or feelings that students

may develop as they attempt to refine their self-perceptions in the light of experience (Lyons, Ford, Slee, 2014,

pp.23). This particular type of strategy encourages teachers striving to create

learning environments which best meet these needs. This theory basis itself

around a number of key principles in which people are believed to be social

beings and have desires to belong to key social groups, family groups and school groups, which in turn, develop positive

relationships within these frameworks to meet the individuals’ needs

Behaviourist Theory

Is based around the work of B.F Skinner and is strongly influenced by the behaviourist approach to learning. It suggests that behaviours are simply controlled by the environment in which a person lives and the consequences that happen within it (Lyons, Ford, Slee, 2014, pp. 29). It encourages children developing their social, academic, self-help and behavioural skills needed to interact with others and to cope with the challenges of everyday life. This theory is synonymous with a good number of the ‘basic’ classroom management practices used by many teachers, however, more often than not, applies when responding to students who manifest more challenging behaviours (Lyons, Ford, Slee, 2014, pp. 29)

CLASSROOM GUIDE: 5 EVIDENCE BASED PRACTICES 1. FORMING AND ESTABLISHING CLASS RULES

Creating a list of class rules can be quite daunting for many, but with patience, research and the help

of your students, it can be quite satisfying and rewarding. Rules and conduct have to be established

immediately within the group. Below are some practices that teachers can use to establish the rules

in your classroom.

Start with a list of what you consider the bare essentials. After thoughtful discussion, work

with the group of students to create a set of rules of conduct for your classroom.

Respect for each individual and their property within the classroom. No hitting or stealing

etc.

Laughter is a great tool in class. Laugh with anyone, however do not laugh at someone.

All students are to be responsible for their own learning

Come to class on time and always hand in assignments on time.

Do not disturb students who are working.

All of these rules are great examples for teachers to use to control the classroom. Teaming up with

students will assist in managing behaviours. History says, that most teachers agree to use only a

select few as it will assist the successful learning of the learner and create an orderly environment. If

the list is too long or too hard, the students, and also the teacher will find it hard to remember.

Creating and establishing class rules in a classroom is a common type of proactive approach.

TEACHERS TIPS: HOW?

NOTE: It's also a good idea to post the rules as a reminder and send a copy home with

each student

Only select a few rules

Make your rules as clear as possible

Decide the consequences

with your students

Teach the rules as a

regular lesson. It should be

your first lesson

Discuss each rule

individually and the

rationale behind it.

SUMMARY OF EVIDENCE

Brandi Simonsen, Ph.D and Sarah Fairbanks, M.S (2010), from the University of Connecticut,

proved that teachers need to teach the expectations directly to students. Defining these

expectations in operational terms and explain what the rules look like within routine are

very important steps to ensure classroom management. Students need to be actively

involved in the exchanging of rules. (Fairbanks, Simonsen, B, 2010).

Ashley S. MacSuga, MA & Jennifer Freeman MA (2011), noted that students’ misbehaviour

is managed by providing students with visual prompts (e.g., posters, illustrations, etc) in

class. By using pre-corrections, including verbal reminders, behavioural rehearsals and/or

demonstrations of rule following, students’ behavioural problems are to be less likely in the

classroom (MacSuga, Freeman, 2011).

Dr Barry s. Parsonson (2012), claims that effective teaching and positive functioning

classrooms with low levels of disruptive behaviour, require planning and consistency.

Establishing clear, simple rules and expectations which are consistently and fairly applied will

ensure that behaviour in classroom will be limited (Parsonson, 2012).

Kratochwill, Deroos and Blair from the University of Wisconsin-Madison, argued that

classroom management is the process by which teachers and schools create, and maintain

appropriate behaviour of students in classroom settings. Class rules are essential to maintain

classroom order and rules should not be established if the teacher is unwilling to enforce

them (Kratochwill, Deroos, Blair, N.d).

Geoff Petty (2006) from Nelson Thornes examined student behaviour and found that

student misbehaviour decreases by 28% when rules and procedures have been established.

Furthermore, experiments show that classrooms became much more orderly when rules are

stated, or better still negotiated, discussed and fully justified (Petty, 2006).

WHY ESTABLISH CLASS RULES AND PROCEDURES?

WHY

To treat others with fairness and

kindnessTo

demonstrate appropriate behaviours

To set expectations

and boundaries

To create inclusivity in

the classroom

To maintain control

To create stability and

order

WHEN TO ESTABLISH RULES?

Works in conjunction with

Encouragement and Praise and Positive feedback (Rules have to be established in

order for a positive environment to be created)

Collaborative learning (Each group or partnership need rules and regulations for it to

be effective)

Whole Class Incentives (the effectiveness of group reinforcement contingencies and

token economies are effective if rules are established)

2. ALTERING THE CLASSROOM STRUCTURE/ENVIRONMENT

Warm and well run classrooms begin with the physical layout of the room. It is a pro-active response

that teachers need to minimise disruptions. From the arrangement of desks and working space, the

attractiveness and appeal of bulletin boards and the storage of materials and supplies. Organising

the physical nature of the classroom environment is of fundamental importance to good classroom

management (Lyons, Ford & Slee. Pp. 94, 2014). It sets the stage for a positive classroom ecosystem.

The physical settings of any classroom can have a powerful influence on a students’ expectations,

attitudes and behaviours (Lyons, Ford & Slee. Pp. 94, 2014). Any new or beginning teacher would

soon learn that this reflects their teaching style. It also reflects the person that you are, so, if a

teacher wanted to create a learning environment that enhances learning, then they shouldn’t

hesitate about giving their classroom a personal touch. Plants, art, rugs, posters, and maybe some

cosy pillows for the reading corner are examples of that (Shalaway, L. N.d). A teacher must be able

to easily access materials and supplies, which can eliminate delays, disruptions, and confusion as

students prepare for activities. If a classroom is poorly arranged, then students spend a lot of time

waiting — waiting in line, waiting for help, waiting to begin. (Shalaway, L. N.d).

On the arrival of

new students to

the class

At the start of

the school year

To reflect upon the

rules esatblished

When rules are broken

To follow up on

existing rules

TEACHERS TIPS: HOW?

SUMMARY OF EVIDENCE:

Simonsen, Fairbanks, Briesh, Myers & Sugai (2008) defined structure as “the amount of

teacher or adult directed activity, the extent to which routines are explicitly defined, and the

design or physical arrangement of the classroom.” They believe that the physical

arrangement of a classroom will reduce disruption and misbehaviour. This includes the

permanent structure (i.e., walls, dividers, closets, etc) that defines the classroom space.

(Simonsen, Fairbanks, Briesh, Myers & Sugai, 2008).

Herman Miller (2008), proved that a classroom design can help to develop interpersonal

skills for life and work beyond the classroom. These outcomes included communication

skills, diversity and pluralism, critical thinking and problem solving, interpersonal skills

including teamwork, relationship management, conflict resolutions, workplace skills, and

personal skills for management of change, learning to learn, and personal responsibility

(Miller, 2008).

Brittany Allen & Katie Hessick (2011), argued that a teacher’s pedagogy must match the

space of the learning environment. They discovered that there were three elements of the

environment that influenced student behaviour in class. The spatial environment, the visual

environment and the acoustic environment, all of which enhance student learning (Allen,

Hessick, 2011).

Steve Higgins, Elaine Hall, Kate Wall, Pam Woolner & Caroline McCaugley (2005), proved

that the school built environment and the physical environment affect the way students

learn, but also behave. They proved that temperature and air quality, noise, light, colour and

other school factors contribute to classroom management. The furniture, equipment,

arrangement, layout, display storage and the use of ICT, all influence the way students

behave (Higgins, Hall, Wall, Woolner &McCaugley, 2005).

Caroline Guardino and Elizabeth Fullerton (2010) had developed a three part process to

changing the classroom environment. By observing, modifying and following up, classroom

management had improved. Results from a survey from Public Agenda 2004, found that 75%

of teachers spent more time in the classroom managing behaviours.

FURNITURE- Before moving furniture, factors including the size of the room and the number of students are to be

considered.

- Consider the needs of each student.

- Rows, Groups, workstations are to be considered

-Access and movement of the class need to be planned

CLASSROOM AESTHETICS

- Have a variety of settings within the classroom

- Variations of colour, space and texture

- Have a display of students' work, photos, hand prints on show to

create a feeling of belonging

- Displays to be changed over time to create a fresh feeling in class

ROUTINES AND PROCEDURES

- Keep practical routines and procedures clear, simple and

precise.

- Once key routines are established, most students will incorporate it

into their daily habits.

- Routines and habits need to be taught from the beginning or during

activities.

- Encourage the students to become responsible for housekeeping

duties.

WHY ALTER THE CLASSROOM STRUCTURE/ENVIRONMENT?

WHEN TO ALTER THE CLASSROOM STRUCTURE/ENVIRONMENT?

Works in conjunction with:

Collaborative Learning (Having an organised classroom environment will enhance group

and peer learning.)

TO AFFECT THE PHYSICAL

ELEMENT OF THE CLASSROOM

TO INFLUENCE THE BEHAVIOURS

WITHIN THE CLASSROOM

WHEN STUDENTS

NEED A CHANGE

WHEN ORGANISING

YOUR RESOURCES

AND MATERIALS

WHEN STUDENT RECORDS

NEED TO BE ALIGNED

WHEN STUDENTS

NEED TO BE TRAINED ON

CLASS POLICIES

WHEN THE NUMBER OF

ABSENTEEISMS INCREASES

3. ENCOURAGEMENT & PRAISING POSITIVE FEEDBACK

This is an intervention type practice that aligns itself with the Goal Centred Theory. Regular feedback

provides a key link to maintaining a positive approach to behaviour and the curriculum materials

being presented (Lyons, Ford & Slee. pp. 75, 2014). Greenwood, Arreaga-Mayer and Carter argued

that feedback is a crucial element in the learning process and that practice without feedback will

result in ineffective learning. Misbehaviour can be a result of inadequate or poor feedback.

Whenever a student provides a response, it is imperative that the feedback given is understood by

the student/s. Positive feedback communicates to the students that the teacher is recognising the

efforts and progress. (Lyons, Ford & Slee. pp. 75, 2014). Teachers have a responsibility to foster

students’ sense of self-efficacy and offering positive feedback does this. Students are made to feel

valued, therefore rapidly reducing the chance of misbehaviour.

TEACHERS TIPS: HOW?

Providing positive feedback can be incorporated within the BSLIM model. It provides teachers with a

simple mnemonic device to help them remember how to provide feedback. (PPPF) (Bilash, 2009).

P: Precise Directed at a specific aspect

P: Personalised Directed towards a particular person

P: Positive Helping learning, boosting self-esteem and building confidence and motivation

F: Feedback NOTE: Remember, feedback, whether positive or constructive, should always be given to help the

student/s whether by encouraging or correcting. Teachers must know their students and be aware

of which type of feedback works best for each student (Bilash, 2009).

OTHER TIPS INCLUDE:

A MODEL OF FEEDBACK TO ENHANCE LEARNING: Taken from Hattie, J. and Timperley, H. (2007).

The Power of feedback. Review of Educational Research, 77-87.

SUMMARY OF EVIDENCE

Villeda, Shuster, Magill & Carter (2014) recognises the importance of praise. It should be

given at a ratio of 4:1. Six statements every fifteen minutes will ensure that the students stay

motivated and engaged. Behaviour specific praise (BSP) can be divided into three parts.

Positive praise, behaviour specific and student specific. BSP will equip students with

academic, behavioural and social skills required to be successful (Villeda, Shuster, Magill,

Carter, 2014)

Fergerson (2013), considers the types of praise, and the effects of praise on learning and

behaviour, particularly as it relates to motivation. She believes it largely depends on the

purpose. Most researchers agree that praise should be delivered contingently, be specific,

credible, and feedback to be task-related. She suggests teachers need to empower children

to reflect, to move to the next learning or behaviour step, to become risk-takers, to grow

self-efficacy, and become autonomous learners (Fergerson, 2013).

Simonson, Freeman, Goodman, Mitchell, Swain, Bradway, Flannery, Sugai, George &

Putman (2012) recognise the importance of key strategies to support classroom

management. Teachers should consider student characteristics (age, preferences) when

delivering behaviour-specific praise, and adjust accordingly (e.g., praise privately versus

publicly). Teachers should provide praise soon after the behaviour, and for it to be,

understandable, meaningful, and sincere (Simonson, Et.al. 2012).

WHY ENCOURAGE AND PROVIDE POSITIVE FEEDBACK?

(Spiller, D. 2009)

To deliver high quality feedback to encourage learners to self-correct

To close the gap between the current

and desired performance

Ensuring that the feedback given has a

positive impact on learning

To encourage interaction and dialogue between teacher and student

To facilitate the development of self

assessment and reflection in learning

To provide choice to the individual

To involve the students in the decision making process

To encourage positive motivational beliefs

and self esteem

To provide information to

teachers to shape their teaching

WHEN SHOULD FEEDBACK BE GIVEN?

Works in conjunction with:

Rules (Class Rules have to be assessed and feedback given after a period of time)

Collaborative Learning (Praise and feedback will be used to assess group work)

Whole Class Incentives (Praise and rewards promote good behaviour)

Immediately, or at worse,

slightly delayed

While students are still

mindful of the topic

While they are still mindful of

the learning goal

While they still have some

reason to work on the learning

target

When the student wants to hear your

feedback

4. COLLABORATIVE LEARNING

Co-operative learning is an effective tool that underscores a preventative approach to managing

classroom problems. It is itself a learned activity. It must be workshopped and practised many times

for it to be an effective tool. The rules for interaction must be designed by the group and discussions

about fairness and feelings organised (Lyons, Ford & Slee. pp. 79, 2014). Any student that operates

in a co-operative learning environment generally are absorbed in an activity as they work together

to achieve a common goal. It addresses specific academic content, social skills and increases the

understanding of the roles people fulfil in it (Lyons, Ford & Slee. pp. 79, 2014). It enhances student

control over the learning process. Although the teacher maintains control over the guiding and

facilitating of the class, it’s the students who are empowered to share the responsibility of the

learning (Lyons, Ford & Slee. pp. 79, 2014). The skills obtained from this type of learning include,

effective communication, maintaining and building trust and leadership, all whilst reducing or

eliminating misbehaviour within the classroom.

TEACHERS TIPS

(Clifford, M. 2014.)

ESTABLISH GROUP GOALS

KEEP GROUPS TO

4 OR 5 PEOPLE

BUILD TRUST AND PROMOTE OPEN

COMMUNICATION

FOCUS ON ENHANCING

PROBLEM SOLVING AND CRITICAL

THINKING SKILLSKEEP IN MIND THE DIVERSITY OF EACH GROUP

ESTABLISH GROUP

INTERACTIONS

CONSIDER THE LEARNING

PROCESS ITSELF AS PART OF THE ASSESSMENT

COLLABORATIVE LEARNING MODELS

THINK-PAIR-SHAIR (Davidson & O'leary, 1990)

Is a great tool to get started. It involves only two participants. Each pair is provided with a question

to answer. They both think of the answer and share the response with each other. The pair then

decides on what answer to share with the rest of the class (Lyons, Ford & Slee. pp. 80, 2014).

THE CO-OP MODEL (Davidson & O'leary, 1990)

Tasks are broken into smaller sections so that every individual is responsible for completing a section.

The group then combine all their efforts upon presenting to the class. (Lyons, Ford & Slee. pp. 80,

2014).

This is an effective strategy that is used in schools and universities today

THE JIGSAW MODEL (Aronson, Stephen, Lides, Blaney & Snapp, 1990)

Centres on developing individual expert roles based on a group topic. It divides a task into

sections, and one student is to be given the role of 'expert.' These experts then meet and assist each

other in exploring the topic. The experts then return to their home group and teach each other

about the area that they were responsible for class (Lyons, Ford & Slee. pp. 80, 2014).

THE JOHNSON MODEL (Johnson & Johnson, 2003)

Provides the framework for the teaching process in developing effective group participation. A

particular topic is presented to the group, and then a time frame is established for completion. Social skills are developed, as students select their roles within the group. The teachers role is to provide feedback and monitor progress of each activity. Evaluation is based on the goals that were set at

the beginning of the lesson (Lyons, Ford & Slee. pp. 80, 2014).

EVIDENCE BASED

PRACTICES

WHY USE COLLABORATIVE MODELS?

WHEN TO USE THE CL MODEL

Works in conjunction with:

Whole Class Incentives (Incentives for Group work)

Rules (these are to be established before any group can work together)

Feedback and Praise (teacher specific feedback essential to promote group work)

Classroom Environment (needs to be structured to enable group work)

IT NARROWS THE LEARNING GAP BETWEEN

STUDENTS

COLLOBORATIVE AND SOCIAL

SKILLS IMPROVE

MOTIVATION IS INCREASED AND MISBEHAVIOUR

DECREASES

COGNITIVE GROWTH. WAYS

OF THINKING IMPROVES

PROBLEM SOLVING SKILLS AND CRITICAL

THINKING SKILLS IMPROVE

WHEN IMPLEMENTING GROUP WORK IN

CLASS

WHEN MONITORING

STUDENTS' PROGRESS AND

ABILITIES

WHEN STUDENTS' ENGAGEMENT IS

MINIMAL

TO EVALUATE AND ASSESS THE

STUDENT

TO CHANGE UP A TASK OR SKILL THAT

NEEDS TO BE DEVELOPED

5. GROUP CONTINGENCY (WHOLE CLASS INCENTIVES)

A way to achieve whole class learning is to introduce incentives that will promote positive behaviour.

Prizes and punishments have always been a controversial topic for teachers. Many teachers see

extrinsic material rewards as an appropriate and effective way to manage behaviour, whereas other

teachers don't want to "bribe" the kids to do work that they should be intrinsically motivated to do

on their own (Lewis, 2014). However whole class incentives have been shown to dramatically reduce

the amount of misbehaviour in classrooms. A key advantage of a whole class approach is that the

class can engage in the process of developing common goals and understanding of the policies and

practice within the classroom. There is enhanced consistency in practice across the class (Lyons, Ford

& Slee. pp. 217, 2014). These practices aim to create a safe school, and class environment for all

concerned. It is a proactive approach that can be planned and delivered in any classroom of today.

TEACHERS TIPS

TOKEN ECONOMY: USED TO EXCHANGE FOR

PRIZES OR PRIVILEGES.

EXTRA COMPUTER TIME IN CLASS

ONE HOMEWORK PASS FOR EACH STUDENT

PIZZA PARTY

CLASS LUNCH WITH THE TEACHER/PRINCIPAL

FIELD TRIPS SPECIAL GUEST IN CLASS

LONGER RECESS OR LUNCH

AN AFTERNOON OF ART, MUSIC OR PHYS.ED

WHY USE THE WHOLE CLASS INCENTIVE?

SUMMARY OF EVIDENCE

Simonsen, Fairbanks, Briesh & Myers (2008) demonstrate the effectiveness of group

reinforcement contingencies and token economies. These are strengthened when paired

with a continuum of other classroom management strategies. These include establishment

of rules, self-management and peer monitoring, social skills and individual contingencies

(Simonsen, Fairbanks, Briesh, Myers. 2008).

Dr Barry. S. Parsonson (2012) paid special attention to class-wide incentives. He believed

that low-level disruption can be endemic and stressful. He went on to write that it had a

potential launching pad for more problematic classroom behaviours, and that interventions

focusing on the whole class can be more effective than targeting individuals. There were

numerous programmes in the research literature, including token economies and prize

draws to increase appropriate behaviours as outlined below ( Parsonson, 2012).

Simonsen, Freeman, Goodman, Mitchell, Swain, Bradway, Flannery, Sugai, George &

Putman (2012) prove that when behaviour contracts, group contingencies and token

economies are used in class, there will be an increase in the desired behaviours expected by

the teacher. They believe that these key strategies enhance the learning of a particular

group (Simonsen Et.al, 2012)

TEAMWORK

When the students are working together to achieve a goal, they develop teamwork

ENCOURAGEMENT

Students are continually encouraging and

supporting each other to achieve the goal

COLLABORATION

Students will do their share of work so they dont disappoint the team. They focus on

someone else, beside themself.

WHEN TO USE WHOLE CLASS INCENTIVES

Works in conjunction with:

Forming and establishing class rules (for any class incentive to be given, class rules need to

be formed and followed)

Praise and Positive feedback (praise and feedback will be given to enhance students

participation for incentives)

Collaboration (Incentives will be given for effective group work)

Class Environment (Class will be motivated for incentives if the learning environment is

stimulating)

WHEN THE GROUP NEEDS

TO WORK TOWARDS A

COMMON GOAL

WHEN A TEACHER NEEDS

TO ASSESS SOCIAL SKILLS

WHEN PROBLEM SOLVING AND

CRITICAL THINKING SKILLS NEED TO BE

ASSESSED

WHEN ENCOURAGEMENT IS NEEDED WITHIN

THE CLASS

WHEN ANY STUDENT NEEDS

TO BE MOTIVATED

References:

Allen, B., & Hessick, K. (2011). The Classroom Environment: The Silent Curriculum. A Senior Project

submitted in partial fulfilment of the requirements for the Bachelor of Science Degree in Child

Development, 1-39.

Australia. Department of Health. Kids Matter. (2016). Effective discipline in the classroom.

Retrieved from

https://www.kidsmatter.edu.au/families/about-behaviour/discipline/applying-effective-

discipline-classroom-suggestions-teaching

Bilash, O. (2009). Offering Students Feedback. Retrieved from

http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/feedbackstudents.html

Clifford, M. (2011). 20 Collaborative Learning Tips and Strategies for Teachers. Retrieved from

http://www.teachthought.com/uncategorized/20-collaborative-learning-tips-and-strategies/

Fergerson, M. (2013). Praise: What Does the Literature Say? What Are the Implications for

Teachers? 14(2), 35-39.

Guardino, C., & Fullerton, E. (2010). Teaching Exceptional Children: Changing Behaviours by

Changing the Classroom Environment, 42(6), 8-13.

Higgins, S., Hall, E., Wall, K., Woolner, P., McCaughey, C. (2005). The Impact of School

Environments: A literature review. E-Journal of the Centre for Learning and Teaching School of

Education, Communication and Language Science. (1-47). Retrieved April 11 from the Design

Council. University of Newcastle.

Kelly, M. (2014). About Education: Definition of classroom management. Retrieved from

http://712educators.about.com/od/classroomhelpers/g/Definition-Of-Classroom-

Management.htm

Kratochwill, T., De roos, R., Blair, S. (2016). Classroom Management. Retrieved from

https://www.apa.org/education/k12/classroom-mgmt.aspx

Lewis, B. (2014). Should You Offer Extrinsic Classroom Rewards for Good Behaviour? Retrieved

from http://k6educators.about.com/cs/classroommanageme3/a/rewardsprizes.htm

Lyons, G., Ford, M., Slee, J. (2014). Classroom Management: Creating Positive Learning

Environments. 4th Edition. Sydney, New South Wales: Cengage Learning Australia.

MacSuga, A., Freeman, J. (2011, 6 October). Evidence-based Classroom Management Moving from

Research to Practice. Paper presented at the New England Positive Behavioural Interventions and

Supports Conference. University of Connecticut.

Miller, H. (2007). Rethinking the Classroom: Spaces Designed for Active and Engaged Learning and

Teaching. Solution Essay, 2008. Retrieved April 12, 2016 from Zeeland, Michigan.

Parsonson, B. (2012). Kairaranga: Evidence-based Classroom Behaviour Management Strategies.

13(1), 16-23.

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based Practices in

Classroom Management: Considerations for Research to Practice. 31(3), 351-380.

doi: 10.1353/etc.0.0007

Simonsen, B., Freeman, J., Goodman, S., Mitchell, B., Swain-Bradway, J., Flannery, B., Sugai, G.,

George, H., & Putman, B. (2015). Supporting and Responding to Behaviour: Evidence Based

Classroom Strategies for Teachers. 1-30.

Spiller, D. (2009). Assessment: Feedback to promote student learning: Teaching Development.

Retrieved April 11, 2016, from Hamilton, New Zealand.

UF College of Education. (2014). Cognitive-behavioural Strategies in the Classroom. Retrieved from

http://education.ufl.edu/behavior-management-resource-guide/2014/07/14/cognitive-

behavioral-strategies-in-the-classroom/

Villeda, S., Shuster, B., Magill, L., & Carter, E. (2014). Behaviour-Specific Praise in the Classroom.

1-4.